1 / 20

University of Massachusetts - Amherst

University of Massachusetts - Amherst. Special Education Administration at a Crossroads: Training Special and General Education Administrators to Provide Educational Programming for All Students with Disabilities from Diverse Backgrounds May, 2006 Mary Lynn Boscardin, Ph.D. , Professor

dreddick
Download Presentation

University of Massachusetts - Amherst

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. University of Massachusetts-Amherst Special Education Administration at a Crossroads: Training Special and General Education Administrators to Provide Educational Programming for All Students with Disabilities from Diverse Backgrounds May, 2006 Mary Lynn Boscardin, Ph.D. , Professor Matthew Militello, Ph.D., Assistant Professor

  2. 1.0 Address and ameliorate of national, state, and local level shortages of qualified administrators of special education, especially in the area of evidence-based service delivery for students with disabilities from diverse backgrounds through recruitment and matriculation of highly qualified trainees.

  3. 1.1 Disseminate Program Information • 1.2 Contact and Recruit Underrepresented Students • 1.3 Contact and Recruit Trainees with Disabilities

  4. 2.0 Supply administrators and faculty to the field of special education administration with expertise in empirically-based service delivery systems for addressing the educational needs of students with disabilities from diverse backgrounds using financial assistance and incentives to recruit highly qualified trainees.

  5. 2.1 Review Applications and Select Trainees • 2.2 Make Awards to Trainees • 2.3 Review Contractual Obligations with Trainees

  6. 3.0 Establish a comprehensive training program that will produce highly qualified trainees with a focus on empirically-based service delivery systems for addressing the educational needs of students with disabilities from diverse backgrounds that is co-managed by the Special Education and Educational Administration Programs at the University of Massachusetts at Amherst.

  7. 3.1 Advise Trainees on Course Selection for Program of Study • 3.2 Select Comprehensive and Dissertation Committee Members • 3.3 Assess Competency Levels of Trainees in Special Education Administration • 3.4 Identify Practicum/Internship Opportunities

  8. 4.0 Implement a leadership training program that provides administrators and faculty of special education administration with leadership skills built on collaborative relationships between special and general education through comprehensive training and experience in teaching and research.

  9. 4.1 Teach Courses and Seminars to Trainees • 4.2 Infuse Knowledge and Skills Addressing the Needs of Students with Disabilities from Diverse Backgrounds • 4.3 Provide Intensive and Supervised Research-to-Practice Practicum/Internships for Trainees • 4.4 Supervise Trainee Research Projects and Presentations • 4.5 Provide College Teaching Experiences for Doctoral Trainees

  10. 5.0 Provide outreach services to other preservice and inservice general and special education administrators, teachers, and support personnel in the area of evidence-based service delivery for students with disabilities with diverse needs at the national, state, and local levels supervised by project faculty.

  11. 5.1 Provide Doctoral Trainees with Opportunities to Supervise Special Education Pre-Service Educators • 5.2 Provide Trainees with Opportunities to Train Inservice Special and General Educators

  12. 6.0 Implement a system of monitoring and evaluation to determine trainee progress and stakeholder satisfaction with the training program.

  13. 6.1 Select Advisory Board Members • 6.2 Evaluate Trainee Progress for all Project Requirements • 6.3 Evaluate Employer Satisfaction with Trainees • 6.4 Conduct an Annual Stakeholders Evaluation of the Project

  14. 6.5 Evaluate Satisfaction of Practicum/Internship Supervisors • 6.6 Evaluate Trainee Placement and Follow-up Data • 6.7 Monitor and Evaluate Timeline and Task Progress • 6.8 Evaluate Project Courses

  15. 7.0 Personnel Preparation Performance Measures Required by OSEP

  16. 7.1 Scholars Successfully Complete Program • 7.2 Evaluate the Extent to which Trainees are Employed in areas Trained upon Completion of the Program • 7.3 Scholars who Exit Program Prior to Completion Due to Poor Academic Performance

  17. 7.4 Evaluate the %age of degree/certification Trainees who are Employed Upon Program Completion in the Areas for which they were Trained • 7.5 Evaluate Project Courses for Current Knowledge Base on Effective Practices • 7.6 Extent to which Trainees Maintain Employment for Three or More Years in Field they were Trained

  18. Crossroads Course of Study • Core Special Education Administration Courses: • EDUC 653-Collaborative and Integrated Teaching Strategies in Special Education (3 credits) • EDUC 669*-Policy and Legal Perspectives in Special Education (3 credits) • EDUC 760*-Organization and Management of Pupil Personnel Services (3 credits) • EDUC 808*-Program Planning, Implementation and Evaluation in Special Education (3 credits) • Core Administration Courses: • EDUC 692B-Policy Studies for Educational Administration (3 credits) • EDUC 697J-Orchestrating Educational Reform (3 credits) • EDUC 726-Fundamentals of Educational Administration (3 credits) • EDUC 729-Fiscal Management & Community Relations (3 credits) • EDUC 615F-Data and Technology (3 credits) • EDUC 758*-School Personnel Administration (3 credits) • EDUC 618-Law, Education, and Public Policy (3 credits) or • EDUC 856-Principles of School Law (3 credits)

  19. Special Education Administration Seminar • EDUC 880-Current Issues Facing Special Education Administrators (3 credits) • Recommended Social Justice Education Electives (select one of the following courses): • EDUC 648-Historical and Pedagogical Foundations of Social Justice Education (3 credits) • EDUC 713-Developmental Foundations of Social Justice Education (3 credits) • Practicum/Internship for Administrator of Special Education (select one of the following courses): • EDUC 698N-Practicum-Administrator of Special Education (3-6 credits) • EDUC 698V-Internship-Administrator of Special Education (3-6 credits) • Practicum/Internship for the Principalship (select one of the following courses): • EDUC 698Z-Practicum in Administrative Certification or (3-6 credits) • EDUC 863-Internship in Administration Clinical Experience (3-6 credits) • State or Federal Practicum/Internship for Administrator of Special Education: • EDUC 698-State or Federal Practicum/Internship in Special Education Administration (6 credits) • TOTAL 43-52 credits

  20. Research Requirement • Acceptable research courses are as follows: • EDUC 555-Introduction to Statistics and Computer Analysis I (3 credits) • EDUC 656-Introduction to Statistics and Computer Analysis II (3 credits) • EDUC 771-Multivariate Statistics I (3 credits) • EDUC 793L-Qualitative Research Methods (3 credits) • EDUC 789-In-depth Interviewing and Issues in Qualitative Research in Education (3 credits) • EDUC 797A-Qualitative Data Analysis (3 credits). • Comprehensive Examination Requirement • Dissertation Requirement

More Related